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CEPARTILENT CF EDUCATION. AND 'WELFARE0:FFICE 3F EDUCAT:ON

ERIC REPORT RESUME

CH ACC. NO.

AA 000 415

AUTHOR

Culmer, Mabel

P.A. PUBL. DATE

Nov69ISSUE

RIEFEB70

IS DOCUMENT COPYRIGHTED? YES 0 HO

I

filERIC REPRODUCTION RELEASE? YES HO

LEVEL. OF AVAILABILITY sfa 11E3 1110

TITLEProspectus for Developing a Reading Resources Network Center.

SOURCE CODE INSTITUTION (SOURCE)

J036825 Indiana Univ., Bloomington.

SP. AG. CODE SPOSISOR/NG AGENCY

FORS PRICE CONTRACT MO.0.25;2.10

GRANT NO.

REPORT NO. BUREAU NO.

AVAI LA.BI I-I TY

JOURNAL CITATION

DESCRIPTIVE NOTE 40p.

DESCRIPTORS*Reading; *Reading Research; *Information Networks; *Information Centers;*Information Dissemination; Information Services; Microfiche; EducationalResearch; Universities; Colleges

IDENTIFIER S

ABSTRACTGuidelines for establishing reading resources information centers in the readingprograms of 25 universities and colleges strategically located throughout theUnited States are suggested. The 25 center directors are listed, with a mapshowing the school's location in each case. The central coordinator for thesystem is the ERIC Clearinghouse on Retrieval of Information and Evaluation onReading (ERIC/CRIER), which is jointly sponsored by the International ReadingAssociation, Indiana University, and the Educational Resources Information Center(ERIC) of the United States Office of Education. Included in this prospectus area schedule of major activities, lists of long-range and immediate objectives, anorganizational plan, lists of equipment and materials with approximate cost, andprocedures for processing information requests, information dissemination, andevaluation of services. A complete set of ERIC/CRIER publications, which will beprovided for reference, are listed in an appendix. Also listed are InternationalReading Association publications which will be purchased for inclusion in thebasic collection. Other information sources recommended by ERIC/CRIER can befound in the'Current Index to Journals in Education "(CIJE). (CM)

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PROSPECTUS FOR DEVELOPING

A

READING RESOURCES NETI1011 carnat

November, 1969

Mabel CulmerCoordinator

Reading Resources Network Centers

ERIC/Clearinghouse on Retrieval of Information and Evaluation onReading ... a national clearinghouse to organize and disseminatetiftsignificant research, information, and materials on reading toteachers, administrators, researchers, and the public. A joint

Irb project of the International Reading Association and Indiana Uni-versity in cooperation with the Educational Resources InformationCenter of USOE.

PROSPECTUS FOR DEVELOPINGA

READING RESOURCES NETWORK CENTER

I. INTRODUCTION

The establishment of specialized information centers in education

is a development that has taken place in the past decade. The centers

serve amide variety or purposes and functions. the general goals of

such centers are organized to facilitate the transfer of knowledge.

These goals are directly related both to the management of effective

educational institutions and to the maintaining and achieving of pro-

gressively higher societal and-cultural goals.

The purpose of this prospectus is to provide the directors of the

Reading Resources Network Centers with guidelines to assist in the or-

ganization of the individual centers within the Network.

James I. LaffeyProject Director ERIC/CRIER200 Pine HallIndiana UniversityBloomington, Indiana 47401

2

SCHEDULE FOR ESTABLISHING THE READING RESOURCE CENTER

DATE

December 15, 1969

December 15, 1969

January 15, 1970

COMPLETED ACTIVITY

Necessary IRA, ERIC/CRIER, and ERICPublications are ordered.

Reading Resource Center Advisory Panelis identified and organized.

The goals and objectives of the Centerare examined and discussed by the Ad-visory Panel.

February 1, 1970 Reading Resource Center staff is hiredand trained (see Appendix E).

February 20, 1970

BArch 10, 1970

March 20, 1970

April 1, 1970

The Reading Resource Center iiaterialsare catalogued, filed, and shelved.

(See Appendix D for ERIC/CRIER IndexForm.)

A representative list of reading edu-cators are identified in the localarea.

The Reading Resource Center is opera-tional.

Information on the purposes and ser-vices of the Center is disseminated topotential users in the local community(researchers, teachers, administrators,graduate students, interest groups,etc.)

3

PARTICIPATING DIRECTORSof the

READING RESOURCES NETWORK CENTERS

1. William Powell - University of Illinois - Urbane, Ill. 61801

2. Alan Robinson - Nofstra University - Old Westbury, N.Y. 11568

3. Larry Barris - University of North Dakota - Grand Forks, N.D. 58201

4. John Shark - University of Missouri - Kansas City, Mo. 64141

5. Sterl Artley - University of Missouri - Columbia, Mo. 65201

6. Ira Aaron - University of Georgia - Athens, Cs. 30601

7. Mildred Bailey - Northwestern State College - Natchitoches, La. 71457

8. Donald Gallo - University of Colorado - Denver, Colo. 80210

9. Ramon Ross - San Diego State College - San Diego, Calif. 92115

10. William Harmer - University of Texas - Austin, Tex. 78712

11. Thomas Barrett - University of Wisconsin - Madison, Wis. 53706

12. Morton Botel - University of Pennsylvania - Philadelphia, Pi. 19104

13. Dorothy Bracken - Southern Methodist University - Dallas, Tex. 75222

14. Frank Christ - Loyola University - Los Angeles, Calif. 90045

15. Barney Coulter - Western Michigan University - Kalamazoo, Mich. 49003

16. Edward Fry - Rutgers University - New Brunswick, ILI. 08903

17. Charles Mangrum - University of Miami - Coral Gables, Fla. 33146

18, Joseph Nemeth - Bowling Green State University - Bowling Green, Ohio 43402

19, Nick Silvaroli Arizona State University - Tempe, Ariz. 85281

20. Victoz Rentel - University of Tennessee - Knoxville, Tenn. 37916

21. Robert McCracken - Washington State College r Bellingham, Wash. 98225

22. William Eller - SUNY State University - Buffalo, X.Y. 14214

23. Donald Cleland - University of Pittsburgh - Pittsburgh, Pa. 15213

24. Kenneth Goodman - Wayne State University - Detroit, Mich. 48202

25. Henry Bannon - Sacramento State College - Sacramento, Calif. 95819

KU DIRECTORS (Cont.)

26. Theodore Clymer - University of Minnesota - Minneapolis, Minn. 55455

27. Merle Draper - Indiana University - Indianapolis, Ind. 46204

28. Gabriel Delia -Piing - University of Utah - Salt Lake City, Utah 84112

29. Kenneth Smith - University of Arizona - Tucson, Ariz. 85721

30. Paul Berg - University of South Carolina - Columbia, S.C. 29208

31. Hap Gilliland - Eastern Montana College - Billings , Mont. 59102

32. lichard Watson - Kansas State College - Pittsburg, Kan. 66762

WCATION OF READING RESOURCES CENTERS

The above sap illustrates the Reading Resources Network concept.

Each of the Centers is strategically located throughout the United

States to serve populations in a specific geographic region. Each Cen-

ter will serve a population within a radius anywhere from 25 to 150

riles, depending upon local conditions.

6

II. DEFINITIONS AND UNIT OPERATIONS

The Reading Resources Network (RRN) is made up of separate, one-

stop information centers located in the reading programs of colleges

and universities throughout the nation. The establishment of the RRN

is a forward step in disseminating research and research - related in-

formation for education. Each Reading Resource Center functions under

the leadership of ERIC/CRIER. This parent organization is a national

clearinghouse established to organize and disseminate significant re-

stare). an riostearv.h..relatA 4isfrirmat-inm to keas.uaire, admin4a*rators,

educational policy-makers, researchers, and interested members of the

general public. ERIC/CRIER is supported by the International Reading

Association (IRA), Indiana University, and the Educational Resources

Information Center of the United States Office of Education.

ERIC/CRIER is the central coordinator for the Network. Each Cen-

ter supports the concept of ERIC /CRIER as an information producing and

disseminating Center by focusing on immediate and long-range goals.

Immediate objectives of the Centers should be to:

(1) obtain the necessary ERIC, ERIC/CRIER, and LRA publications

and products;

(2) familiarize the Reading Resource Center staff with the pub-

lications of ERIC, ERIC/CRIER, and IRA;

(3) familiarize the Reading Resource Center staff with the op-

eration of the ERIC Network and each of the Clearinghouses

in the ERIC system;

(4) organize the Center for operation by spring 1970;

(5) establish procedures for identifying and forwarding signifi-

cant material in reading education for input to ERIC/CRIER.

7

Long -range foals should look toward:

(1) bridging the gap between the investigator's immediate needs

and the storehouse of information available through the Net-

work Center;

(2) identifying potential users and their needs for information;

(3) providing the best facility possible for dissemination of

information as reqaested by 7,2:eri. in the geographic area

represented by the SetwGzk (enter;

(4) ASSUMiEllt 14. lesdeveip role in prnlanting local sources of

formation in all Areas of reading;

(5) supplying an inexpensive source for dissemination of rele-

vant, quality research and research-related information in

accordance with ERIC/CRIER procedures and specifications;

(6) serving as agents of exchange of reading research activities

and research-related materials;

(7) participating in the instruction of users for maximum uti-

lization of the Center's facilities;

(8) studying the effectiveness of the Center's operation in

terms of user response and evidence of satisfaction;

(9) analyzing the quantity and quality of information needs and

the types of users represented in the Center;

(10) maintaining close contact with the ERIC/Clearinghouse on

Reading.

III. WANIzAriow OF i BIFORMATION CENTER

In order to assure continuing and effective operation of an Informa-

tion Center, an advisory board together with an executive director should

be identified for establishing and operating the Center. The membership

of the board should reflect the interests of local school organizations,

the research community, and the administrative personnel. An executive

officer within the board should assume the chief administrative responsi-

bilities for the operation of the Center.

The advisory board could serve to define the scope of the activities

of the Center and make recommendations concerning significant aspects of

operation within the local geographic area. The information supplied by

this board could lend specific aid to the director and staff of the

Center.

Another segment of organization in the Center is the staff of the

Reading Resource Center itself. The staff should be directed by a pro-

fessional in reading education. This individual could have a part-time

assignment in the Center. Other staff members should include secretar-

ial help, a part-time librarian to organize, catalogue, and shelve the

materials, and graduate student help to supervise the use of the Resource

Center materials. The staff should perform four essential duties:

(1) identify potential users and their need for information;

(2) systematize and disseminate information on ERIC, ERIC/CRIER, and

IRA;

(3) provide the best possible facility for assisting individuals in

using the information resources of the Center;

(4) identify and acquire significant documents for input to ERIC/

CRIER.

ORGANIZATION PIANfor

READING RESOURCE CENTER

UNIVERSITY

READING RESOURCE CENTERADVISORY BOARD

DIRECTORof

READING RESOURCE CENTER

ICLERICAL STAFF

10

1,

ItESOURCE CENTER STAFF

IV. =UMW AND *TERMS

Equipment for effectim operation of a leading Resource Center in-

cludes the following items.

ITEK Al21021MATE COST

One Microfiche Cabinet $ 100.00 - $ 150.00

One Regular File Cabinet 75.00 - 100.00

One Desk and Chair 125.00 - 150.00

One 3' by 6' Work Table 40.00 - 50.00

Four Chairs for Work Table 100.00 - 200.00

Two Microfiche leaders 200.00 - 300.00

Two Chairs for headers 50.00 - 100.00

Wall Bookcases 200.00 -

Typing and Mailing 200.00 per year

Subscription to Research in Education 21.00

Subscription to Current Index to Journals

34.00in Education

Comprehensive Membership for International

35.00leadirli Association 1970-71

Materials to be stored ror reference should include the following

collections:

1. A complete set of publications produced by ERIC/CRIER on reading.

(These materials will be sent to each leading Resource Center by

ERIC/CRIER. See the Appendix for a list of these materials.)

2. Annually, approximately 350 documents on reading are processed

through ERIC/CRUR. It is possible for each Center to secure

11

these materials quarterly. The cost of the materials for 1967

and 1968 is:

1967, approximately 105 documents, RE 196 700, $ 33.15

1968, approximately 330 documents, RE 196 800, 116.00

Estimated Quarterly Standing Order, RE 196 901, 30-00

See the Appendix for directions for ordering the products

produced by ERIC/CRIER.

3. International Reading Association (IRA) Publications

These publications include avride variety of research-related

materials which are available for dissemination by the Resource

Center through the cooperation of the International Reading Asso-

ciation.

See the Appendix for a suggested listing and cost of these

publications.

4. Other Information Sources recommended by ERIC/CRIER are found in

the Current Index to Journals in Education (CIJE). CIJE includes

detailed indexes for articles in approximately 300 education and

education-related journals. Annotations for a number of journals

in reading and psychology will be supplied for Current Index to

Journals in Education by the ERIC/CRIER staff beginning with the

January 1970 issue of the CIJE publication. These items will be

found in the Hain Entry Section, under the topics 420 Psychology,

440 Reading, and Conference Proceedings.

dn.

SUGGESTED

PLAN FOR WORK SPACE

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13

0

V. 'PROCESSING INFORMATION REQUESTS

The relation of the Information service of the Reading Resource Cen-

ter to potential users is an area which will determine the success or

failure of the Center. The Center should assume the responsibility for

seeing that old and new Information promptly reaches the people who

should know of it, that its significance is pointed out, and that its

use is encouraged. The Advisory Board should assist in identifying

users and establishing dissemination policies.

Each Center should design some processing procedures for satisfying

information requests. It can be anticipated that a Center will receive

information requests from a very diverse population of users, i.e.,

teachers, researchers, administrators, parents, undergraduate and grad-

uate students. Regardless of the source of a request, each should be

handled al simply am quickly as possible. For example, graduate stu-

dents would tend to want information in depth on a specific topic, such

as "Reading Readiness." Such a request could be handled by referring

the student to ERIC/CRIER bibliography Number 15 on Reading Readiness.

Also, references could be given to specific textbooks which include sec-

tions on "reading readiness." On the other hand, a, request from a sec-

ondary teacher concerning reading in the special field of literature

could be handled by referring the teacher to the International Reading

Association (IRA) 'Perspectives in Reading - Reading Instruction in Sec-

ondary Schools. These examples are illustrative of special kinds of

possible requests. However, in view of over-all processing patterns,

the following guidelines ere presented for consideration.

(1) In most cases, requests for information will be received from

three sources:

14

immediate requests from persons coming to the Center;

b. correspondence requests from users in the local area;

c. requests sent to Central ERIC or ERIC/CRIER and referred to

the local Resource Center.

In view of the source of requests and the facilities available in

the Center, the user should be given direction for securing a variety of

materials. These directions could include bibliographic materials,

croficbe, documents in hard copy, professional textbooks, or any combi-

nation of these sources.

(2) The leading Resource Center will serve as only one source of

information in the local area. A user should receive some information

from the Center to satisfy his immediate needs. However, reference

should be made to other resources for information on reading -- the li-

brary, for example -- in the local area.

(3) In some cases, provision should be made for the duplication of

materials that are often requested.

(4) Provision should be made for a convenient means of viewing mi-

crofiche materials. This should include a semi-darkened area for the

microfiche reader and work areas for individuals and small groups.

(5) Some aid should be given to users in directing them to that

specialized information which is related to their area of search.

A Problem to Avoid

One problem to avoid relates to the availability of microfiche cab-

inets. We have found that when cabinets are located in open stacks in

the library, refiling and misfiling by the user often creates confusion

15

of materials, occasional theft, and many hours of search on the part of

the librarian in charge of those materials. Consequently, a procedure

for checking out microfiche should be established. One proceihrre for

eliminating this problem of misfiling is to have the microfiche filed

only by the Resource Center staff.

16

VI. DISSEMINATION OF INFORMATION

The Reading Resource Center which functions merely for the storage

of information resources is only of potential value to the field. The

Center should develop visibility in the local geographic region so that

awareness of the Center and its information resources are realized.

Essentially, the major task of the Reading Resource Center will be to

initiate and maintain a flaw of information in the field. Such a task

could proceed in several phases. The Center could --

(1) identify potential users of information by listing reading

teachers, researchers, administrators, and other key individuals and

place their names on the Center's active mailing list;

(2) make initial contacts through announceswints of Center activities

to those individuals on the mailing list;

(3) develop a brief newsletter to describe on-going activities of

the Center, to announce new publications, and to alert the users to the

availability of packages of various types of information materials.

Within the framework of processing information requests, users can

be referred to bibliographies developed by ERIC/CRIER, to the products

of the International Reading Association, to the standard texts in the

field, to the published and unpublished reports on reading included in

Research in. Education, and the Current Index to Journals in Education.

These activities are illustrative of effective ways to disseminate

information on reading. Later, activities could include seminars, work-

shops, and institutes in ccnjunction with the graduate program in read-

ing education in the universities involved in the Reading Resources Net-

work activities.

17

VII. EVALUATION OF SERVICES

The effectiveness of the Reading Resource Center's operation will

be determined by a number of factors. One such factor is the services

of the Center. Services of information centers are usually evaluated

in terms of user satisfaction. Both the quantity and quality of user

services should be evaluated. Therefore, some comments on the evalua-

tion of the functioning of the Center are offered, and a sample data

collection sheet is attached.

Before evaluation is possible, each Center should select criteria

for determining the effectiveness of its services. Because these cri-

teria may differ from one geographic area to another, each Center

should design an organized plan for evaluation which is tailored to

reflect the characteristics of the area served, and the type of users

of the research-related materials disseminated by the Center. Users of

the services, whether they are administrators, teachers, researchers,

work-shop groups, or other interest groups, should report on the use-

fulness of the resources provided by the Center. Also, interviews and

questionnaire surveys, which are carried out periodically, will serve

as excellent tools for feedback for evaluating the services offered by

the Center. Essentially, the efficiency of the Center's operations

should be evaluated in terms of user requests and their satisfaction

with the results of their search for information in the area of reading.

(A sample data collection sheet is attached.)

18

SAMPLE DATA COLLECTING SHEET

Quantitative Factors

I. Total number of users

2. Types and number of users

a. Professional groups

b. Teachers

c. Administrators

d. Lay individuals

e. Graduate students

f. Researchers

3. Total requests for information made during the period

a. By letter

b. By telephone

c. By visit

d. Other

4. Types and number of information requests

a. Bibliographies or literature referrals

b. General questions

c. References by author, institution, etc.

d. References by topic

e. Document availability for purchase, etc.

5. Types of information requests answered

6. Amber of special document requests not obtained in the files

19

7. Number of requests rejected Reasons for the rejections

8. Promotional products for dissemination of the Center's activities

a. Audio-visual prumotional -materials

b. Information briefs

c. Displays of bulletins, newsletters, etc.

d. Speeches

e. Letters

f. Participation in conferences, seminars, etc.

g. Professional visits

b. Other promotional services by the staff

Qualitative Factors

The ultimate goal of the specialized information center is to deliver

to its clientele that body of information which is potentially or actual-

ly useful. Evidence of user satisfaction is a necessary element in the

evaluation process. A simple feedback for could be attached to each

check-qut ticket with the request for the following information.

1. Does this information satisfy your needs? yes DO

2. Was the processing speed for the request satisfactory? yes no

3. What suggestions do you wish to sake for improving the services

of this Resource Center?

Signed

20

APPENDIX

A. ERIC/ CRIER Publications

P. Ilk Publications

C. Directions for Onizring ERIC/CRIER. and IRA Publications

D. ERIC Resume Form

E. Suggested Training Precedure for RIC Staff

F. Acquisition Statement -- ERIC/CRIER

21

AE si= A

READING RESOURCES

for the 70's

"...ve should Immediately set for ourselves the goal of assuring

that by the end of ene 1970's the right to read shall be a reali-

ty for all -- the.t no one shall be leaving our schools without

the skill and the desire necessary to read to the full limits of

his capability."

U.S. Commissioner of Education, James E. Allen

ERIC/Clearinghouse on Retrieval of Information and Evaluation on Reading

22

Reading Resources for the 70's

ERIC/Clearinghouse on Retrieval of Information and Eval-

uation on leading...a national clearinghouse to organize

and disseminate significant research, information and ma-

terials on reading to teachers, administrators, research-

ers, and the public. A joint project of the International

leading Association and Indiana University in cooperation

with the Educational Resources Information Center of USOE.

23

The "knowledge explosion" is one of the realities of modern life.Knowledge is being created almost at a rate faster than it can be di-gested or disseminated. To aid educators both in locating and usingknowledge, the U.S. Office of Education created ERIC -- the EducationalResources Information Center. ERIC is an information system designedspecifically for American education. ERIC's aim is to speed the flowof educational research and information to the people who peed it:teachers, administrators, researchers, educational policy-makers, andinterested members of the general public.

The ERIC Clearinghouse on Reading is one center in the nationwideERIC network of information centers. Its task is to organize, analyze,and make available documents and products which will serve as basic in-formation resources for people in the field of reading. The informationanalysis activities of the Clearinghouse on Reading have produced &widevariety of resources:

Guides to Information Sources in ReadingState-of-the-art MonographsInterpretive Monographs Directed to Special AudiencesSpecial Bibliographies and ReviewsBroad Subject BibliographiesBasic References on Reading

Bibliographies Related to ERIC Special Collection Publications

Any or all of these items can be acquired. ERIC documents are announcedin Research in Education? a monthly abstract journal of the ERIC sys-tem, and are normally made available through the ERIC Document Reproduc-tion System which is indicated in citations as EDRS. Documents areavailable in two forms: microfiche and/or hard copy. Microfiche isquite economical -- a single fiche costs twenty-five cents and contains60 to 70 pages of a document on a 4" by 6" sheet of microfilm. Hardcopy is a slightly reduced reproduction of an original document and canbe read without machine aid. It sells for five cents per page.

Some ERIC/CRIER information analysis products are available throughthe International Reading Association, the professional organizationwhich with Indiana University sponsors the Clearinghouse on Reading.Documents available from IRA are also available from EDRS in microfiche,but not in hard copy. Complete IRA and EDRS ordering instructions aregiven at the end of this appendix.

ERIC /CRIER presents the following reading resources as aids toteachers, administrators, researchers, students, and others working to-ward Commissioner Allen's goal "...of assuring that by the end of the1970's the right to read shall be a reality for all...."

1Subscriptions are available from: Superintendent of Documents,

U.S. Government Printing Office, Weshington, D.C. 20402, for $21.00 ayear, domestic mailing and $26.75, foreign mailing.

24

GUIDES TO LION SOURCES Iii READDIG -- The Clearinghouse on Readingis preparing a series of guides to acquaint people with the wealth ofmaterials available for teaching, testing, researching, and generallysurveying the field of reading.

* Guide to Materials for Reading Instruction (ED 019 528, microfiche $1.25,

hard copy $13.95 from EDRS).

Materials currently available from 78 publishers for use in theteaching of reading are classified and described according to title,type, reading difficulty, interest level, and skill development. Cited

materials include basal reading materials, specific reading skill ma-terials, and remedial and developmental materials such as workbooks and

programmed texts. Entries are organized alphabetically according topublisher and are divided into basal and nonbasal categories. Basal

programs are arranged sequentially from readiness materials through the

various reading levels. Nonbasal materials are arranged according to

type. The names and addresses of participating publishers are included.

* Guide to Materials for Reading Instruction, Supplement 1 (EDmicrofiche $ , hard copy $ from EDRS).

Supplement 1 updates the first edition of the Guide by announcingnew materials of contributing publishers, adding the products of 22 new

participating publishers, and correcting some entries in the first edi-

tion of the Guide. Additional material is included in the introductionto explain the classification plan fully.

* Guide to Tests and Measuring Instruments for Reading (ED 022 973, micro-

fiche $0.50, hard copy $4.95 from EDRS).

This two-part guide was designed to serve as a comprehensive sourceof information on 170 published reading tests. Part I provides descrip-

tive information about each test: (1) the name as listed on the front

cover of the test booklet, (2) the publisher's suggested grade or age

level for test use, (3) the type of test: individual or group, (4) norm-

ing data: population, descriptive information, and extensiveness, (5)subtext names as indicated in the test booklet, (6) the number of avail-able forms, (7) the original publication date, (8) the revision date,(9) the authors, (10) the publisher, and (11) the time needed for givingdirections and administering the tests. Part II provides an index toresearch articles which have reported use of the tests described in

Part I. These research references are taken from reading research re-ported in ERIC/CRIER basic references and are indicated by ERIC/CRIER

document numbers. The names and addresses of the 45 participating pub-

lishers are included.

25

20 Year Annotated Index to The Reading Teacher (ED 031 608, microfiche$0.75 from EDRS).

The Index contains annotations of 816 articles which have appearedin the 20 volumes of The Reading Teacher. Each article is organized ac-cording to its major focus in one of eighteen categories and cross-referenced to other related categories. The bard bound volume of thispublication is available from the International Reading Association for0.00 to waivers of the Association and $3.50 to non-members.

STATE-OF-THE-ART 113NOGRAPHS The Clearinghouse views its state-of-the-art monographs as an important activity in information and researchanalysis. Monographs are authored by persons with a critical knowledgeof a particular area. The author deals with the area in terms of thecurrent state of knowledge, its practical implications, research gapsand needs, theoretical :controversies, and implications for future re-search and classroom practice.

ERIC/CRIER state-of-the-art monographs are published by the Inter-national Reading Association and available to members of the Associationfor $3.00 and non-mmabers for $3.50. The monographs are available inmicrofiche only from the ERIC Document Reproduction Service.

* A. Sterl Artley, Trends and Practices in Secondary School Reading, In-ternational Reading Association, Newark, Delaware, 1968, pp. 131. (ED024 560, microfiche $0.75 from EDRS).

The monograph reviews more than 180 research studies reported dur-ing the last decade on (1) secondary school reading achievement, (2)status factors related to growth in reading, (3) progress of reading in-struction, (4) instructional procedures, (5) student reading interests,and (6) secondary reading personnel preparation. The author points outthat the decline in reading growth which occurs at the junior high schoollevel results from the lack of systematic reading instruction beyondgrade six: The author indicates that a student's emotional, physical,and intellectual competencies, as well as his reading purposes and com-munication abilities, are directly related to reading growth. Generalprogram improvement suggestions include close integration of reading andcontent-area material, sequential development that provides for individ-ual needs in all areas of reading growth, and complete staff involvement.The use of a variety of reading materials and methods, both mechanicaland textual, is recommended for reading instruction.

Ruth Strang, Reading Diagnosis and Remediation, International ReadingAssociation, Newark, Delaware, 1968, pp. 175. (ED 025 402, microfiche$1.00 from EDRS).

This monograph reviews the literature on diagnosis and remediationin reading and is organized around the following points: (1) the nature

26

ERIC/CRIER SPECIAL BIBLIOGRAPHIES AND REVIEWS -- These publications sur-vey special areas, levels, and problems in the field of reading.

Recent Reviews and Bibliographic Resources for Reading Research (ED 013 344,microfiche $0.50, hard copy $4.50 from EDRS).

Presents descriptive abstracts of 259 useful documents related toreading research, published between 1957 and 1966. Articles which re-viewed research, analyzed topics in reading, or provided fairly extensivelists of references are included.

* An Annotated Bibliography of Selected Research Related to Teaching, Read-ing in the Secondary School, 1900-1960 (ED 010 757, microfiche $0.75,hard copy $9.60 from EDRS).

Presents a preliminary draft of an annotated bibliography of se-lected research from 1900 to 1960 related to teaching reading in the sec-ondary school. Over 1,000 studies are reported.

* An Annotated Bibliography of Selected Research Related to Teaching Read-.2UNK in the Secondary School, Supplement 1961-1963 (ED 010 758, micro-fiche $0.25, hard copy $1.70 from EDRS).

A supplement to the preceding bibliography. The research includedwas published in The Reading Teacher research issues from 1962, 1963, and1964.

Reading Programs in Secondary Schools (ED 012 691, microfiche $0.25,hard copy $1.35 from EDRS).

Reviews a sampling of secondary school reading programs (senior andjunior high schools) described in the professional literature. A 114-item bibliography is included.

* Haterials for Adult Basic Education -- An Annotated Bibliography (ED011 489, microfiche $0.25, hard copy $1.35 from EDRS).

Presents 101 references particularly useful to teachers and admin-istrators interested in developing special programs for Adult Basic Edu-cation and Literacy situations For each item a series of descriptiveterms pinpoints the content covered and the major areas of use for pri-mary, intermediate, and beginning high school levels.

27

Vision and Reading Abilii (ED 015 863, microfiche $0.25, hard copy$1.80 from EDRS).

Surveys significant research on the physiological and functionalaspects of vision and reading disability. A bibliography of 70 refer-ences and a glossary of terns are appended.

* A Citation Bibliography of Selected Sources on Dyslexia and LearningDisabilities (ED 020 865, gdcrofiche $0.50, hard copy $4.00 from EDRS).

Appriximately 1,400 citations, ranging in date from 1868 to 1967,relating to dyslexia and learning disabilities are included in this bib-liography which is a compilation of lists submitted to ERIC/CRIER by in-vestigators interested in the topics.

BROAD SUBJECT BIBLIOGRAPHIES The Clearinghouse cannot conduct a spe-cial search of its holdings and provide a custom bibliography for indi-vidual requests. The Clearinghouse does, however, meet the larger por-tion of user needs by making indepth searches 9f its basic referencecollection and preparing abstract bibliographies on areas in readingwhich are most frequently requested and most critical. Such broad sub-ject and content area bibliographies are always under way at ERIC/CRIER.

* Research on Reading in the Content Fields: NWthematics, Science, andSocial Studies (ED 024 538, microfiche $0.75, hard copy $6.50 from EDRS).

* Research on Reading in the Content Fields: language Arts and Literature(ED 024 539, microfiche $1.00, hard copy $11.45 from EDRS).

* Research on Reading in the Content Fields: General and Other Subjects(ED 024 537, microfiche $0.50, hard copy $6.05 from EDRS).

* Research on Elementary Reading: Reading Readiness (ED OA 163, micro-fiche $0.50, hard copy $6.30 from EDRS).

310* Research on Elementary Reading: Word Recognition (0-0119-463-, micro-

fiche $0.50, hard copy $6.05 from EDRS).

* Research on Elementary Reading: Critical and Interpretive Reading (ED030 779, microfiche $0.50, hard copy $3.10 from EDRS).

* Research on Reading: Word Lists (ED 030 778, microfiche $0.25, hardcopy $2.90 from EDRS).

28

These bibliographies are based on a computer search of the ERIC/CRIER basic references. A critical review of the computer search ismade, and documents are selected in the particular content areas or onthe broad subjects indicated in the bibliography titles. Documents pub-lished since 1950 are cited and abstracted in the first section of eachbibliography. Documents written prior to 1950 are cited and annotatedin the second section. The bibliography on Critical and InterpretiveReading includes an added feature: documents in the first section (writ-ten after 1950) are classified in three sections: highly relevant to thesubject, relevant, and related.

BASIC REFERENCES -- The basic document collection of the Clearinghouseconsists of more than 7,000 citations covering research end research-related reports on reading which have appeared since 1900.

* Published Research Literature in Reading, 1903-1949 (ED 013 970, micro-fiche $2.00, hard copy $24.90 from EDRS).

* Published Research Literature in Reading, 1950-1963 (ED 012 834, micro-fiche $1.50, hard copy $19.90 from EDRS).

* Published Research Literature in Reading, 1964-66 (ED 013 969, micro-fiche $0.75, hard copy $9.10 from EDRS).

These references present 5,645 citations and annotations (1900-1949:2,883 citations; 1950-1963: 1,913 citations; 1964-1966: 849 citations)on published research literature taken from the annual Summary of Inves-tigations Related to Reading. Complete bibliographic data are given foreach entry. Entries are arranged alphabetically by author in yearlysegments. The bibliographies cover the complete reading spectrum frompreschool to college and adult years and present research on all aspectsof reading.

* International Reading Association Conference Proceedings Reports on Ele-mentary Reading (ED 013 197, microfiche $4.25, hard copy $56.85 from EDRS).

Lists and annotates the important papers on elementary reading pub-lished in the yearly conference proceedings of the IRA from 1960 to 1966.The complete text of the 345 papers is provided.

* International Reading Association Conference Proceedings Reports on Sec-ondary Reading (ED 013 185, microfiche $2.25, hard copy $30.20 from EDRS).

Lists and annotates the important papers on junior and senior highschool reading published in the yearly conference proceedings of the As-sociation from 1960 to /966. The complete text of each of the 180 papersis provided.

29

* Recent Doctoral Dissertation Research in Reading (ED 012 693, microfichebard copy $11.05 from EDRS).

*1-0°

Lists and abstracts 379 dissertations completed in colleges anduniversities from 1960 to 1965 in the areas of preschool, elementary,secondary, college, and adult reading.

* Recent Doctoral Dissertation Research in Reading, Supplement 1 (ED 028 055,microfiche $0.75, bard copy $9.00 from EDRS).

A supplement to the bibliography listed above. Supplement 1 citesand abstracts dissertations in reading completed in colleges and univer-sities from 1966 to June, 1968.

* USOE Sponsored Research on Reading (ED 016 603, microfiche $0.50, hardcopy $:,.30 from EDRS).

The bibliography provides a comprehensive review of all USOE pro-jects on reading and closely related subjects funded by the Bureau ofResearch since its inception in 1956. Each entry includes citation data,index terms, and a descriptive abstract of the document.

* USOE Sponsored Research on Reading, Supplement 1 (ED 031 606, microfiche$0.50, hard copy $3.05 from EDRS).

A citation bibliography of important research completed on readingand closely related subjects for the years 1966 to July, 1969. Indexterms for each document are included.

* Current USOE Projects on Reading (ED 031 607, microfiche $0.25, hardcopy $0.90 from EDRS).

Lists projects relating to reading currently funded by theof Research of the U.S. Office of Education -- period covered:1964 to May, 1969. Project resumes include descriptors relateding. Information includes project number, title, investigator,Lion, proposal date, and descriptors.

BureauDecember,to read-institu-

* Indexes to ERIC/CRIER Basic References (ED 030 004, microfiche $1.75,hard copy $21.95 from EDRS).

Provides indexes to the references by broad subjects and grade lev-els. The broad subjects are defined with descriptive phrases chosenfrom the documents. An author index is also included. The introductionexplains the development of the classification system used in indexing.

30

and levels of diagnosis, (2) the characteristics and conditions relatedto reading achievement and disability, (3) severe reading disabilities,(4) diaguositc techniques, (5) diagnosing special groups; (6) remedia-tion, and (7) trends, needs, and future directions in diagnosis and re-mediation. The author notes a growing emphasis on early diagnosis, dif-ferential diagnosis, behavioral approach, perception, and learning mo-dalities. She stresses that teachers and clinicians must be helped toimprove their competence in using diagnostic instruments and results, inobserving student behavior, and in selecting the most appropriate teach-ing and guidance procedures.

INTERPRETIVE MONOGRAMS DIRECTED TO SPECIAL AUDIENCES This series wasdesigned specifically to present research results in an easily readablestyle for special audiences in or concerned with our schools. The aimof the series is to shorten the time lag between the demonstration ofsuccessful research and practice and its implementation. The papers arepublished by the International Reading Association and are available tomembers of the Association for $1.50 and to non-members for $2.00. Theyare available from the ERIC Document Reproduction Service in microficheonly at prices cited with each paper.

* Reading Problems and the Environment -- The Principal's Role (ED 024 847,microfiche $0.50 from EDRS).

* Establishing Central Reading Clinics -- The Administrator's Role (ED024 849, microfiche $0.50 from EDRS).

* Treating Reading Disabilities -- The Specialist's 'Role (ED 024 850, mi-crofiche $0.50 from EDRS).

Correcting Reading Problems in the Classroom (ED 024 848, microfiche$0.50 from EDRS).

The four books of this Target Series present a broad picture ofwhat schools can do to overcome reading difficulty. Each book is di-rected to a specific person on a school staff and focuses on a differentaspect of treating reading difficulties and the effective roles of thestaff in this job. Each book contains interpretation of research as re-lated to a set of causes, model programs aimed at overcoming them, stepsfor setting up a program, and recommendations and guidelines for thoseprograms.

31

BIBLIOGRAPHIES RELATED TO SPECIAL ERIC COLLECTIONS -- As ERIC publishesspecial collections of documents, ERIC/CRIER searches these data basesand develops bibliographies of the reading documents in each collection.

* Title III (PACE) Projects on Reading (ED 017 409, m'er fiche $0.25, hardcopy $2.50 from EDRS).

* Title III (PACE) Projects on Reading, 1967 (ED 023 568, microfiche $0.50,hard copy $4.45 from EDRS).

* Title III (PACE) ProAects on Reading, 1968 (ED 029 162, microfiche $0.25,hard copy $2.75 from EDRS).

The first bibliography in this series provides a listing of allreading-related PACE projects reported for 1966. As the titles indicate,the latter two bibliographies provide the same information for 1967 and

1968. In each of the bibliographies, entries include citation data, in-dex terms, and a descriptive abstract.

* Reports on Reading and the Disadvantaged -- Elementary Level (ED 015 350,microfiche $0.50, hard copy $5,65 from EDRS).

* Reports on Reading and the Disadvantaged -- Secondary Level (ED 016 146,microfiche $0.50, hard copy $4.35 from EDRS).

The Educator's Complete ERIC Handbook, the report of 1,700 researchreports on the disadvantaged, was reviewed and reading projects and re-ports were selected according to their level for the Elementary and Sec-ondary bibliographies listed above. Each entry includes citation data,

index terms, and a descriptive abstract.

32

PUBLICATIONS OF THE INTERNATIONAL READING ASSOCIATION

In addition to the reading resources listed in this booklet,

the International Reading Association, co-sponsor of the Clearing-

house on Reading, publishes a wide array of bibliosraphies, mono-

graphs, reading aids, convention proceedings, and other special

reading materials. A complete list of the more than seventy ]JA

publications can be obtained by writing the International Reading

Association and requesting he "Publications and Membership Infor-

mation Brochure."

ORDERING INSTRUCTIONS FOR IRA 'PUBLICATIONS

Publications which are indicated as available from the Inter-

national Reading Association can be ordered by citing the title and

sending the cost listed to:

International Reading Association6 Tyre AvenueNewark, Delaware 19711.

33

ORDERING INSTRUCTIONS FOR ERIC / CRIER PUBLICATIONS

Microfiche and hard copy reproductions of ERIC/CRIER publica-

tions which are indicated as available from ERRS can be obtained

by writing:

ERIC Document Reproduction ServiceThe Istional Cash Register Company4936 Fairmont AvenueBethesda, Maryland 20014

This information must be furnished to order documents:

1. The accession number (ED number) of the desired document.

2. The type of reproduction desired-- microfiche or hard copy.

3. The number of copies being ordered.

4. The method of payment- -cash with order, deposit account,

charge.

a. Add a special handling charge of 50c to all orders.

b. Add applicable state sales taxes or submit tax

exemption certificates.

c. Add a 25% service charge on all orders from outside

the United States, its territories and possessions.

d. Payment must accompany orders totaling less than $5.00.

Do not send stamps.

e. $20.00 prepaid MRS coupons are available upon request

from EDRS.

ERRS will provide information on charges and deposit accounts upon

request.

34

ERICCitIER

200 Pine HallSchool of EducationIndiana UniversityBloomington, Indiana 47401

Ibis prospectus was prepared pursuant to a contract with the Office ofEducation, U.S. Department of Health, Education, and Welfare. Contrac-

tors undertaking such projects under Government Sponsorship are encour-aged to express freely their judgment in professional and technical mat-

ters. Points of view or opinions do not, therefore, necessarily repre-sent official Office of Education position or policy.

35

APPENDIX B

INIERMITIONAT. READING ASSOCIATION PICOUCTS

A wide variety of research-related materials are available

from the International Reading Association (IRA) publications:

Approx.Cost

Annotated Bibliographies, (18 in series), by specialistsin reading $9.00

Perspectives in Reading, (12 in series), with focus onspecialized areas $36.00

'World Conference Proceedings, (2 in series), includingpapers delivered in Paris and Copenhagen $7.00

Invitational Addresses, by leaders in reading $1.50

IRA. Monographs, by ERIC/CRIER and IRA, (2 copies) $6.00

American leading Instruction, by Xi la B. Smith $5.25

Reading Aids, (8 in series), with practical suggestionsfor improving reading instruction $14.00

Readings on Reading, (3 in series), selected articles inspecial areas $9.00

Convention Proceedings, (21 in series), from 1957-1969 $40.50

Seattle Institutes, (5 in series) $7.00

Boston Institutes, (2 in series) $6.00

Special Publications, (5 in series) $9.00

Council Program Aids, (5 kits of program materials toaid in planning meetings) $125.00

Target Series, (4 in series), implications in research $6.00for practical teaching techniques

Summary of Research in Reading, a reading researchquarterly, (3 copies, 1965, 1968, 1969) $10.50

4kroximate Total Cost $291.75

36

APPENDIX C

DIRECTIONS FOR ORDERING MATERIALS

All ERIC /CRIER materials are available from:

ERIC DOCUMENT REPRODUCTION SERVICE (ERRS)

The National Cash Register Company4936 Fairmont AvenueBethesda, Maryland 20014

This information must be furnished to order these publications:

1. The accession number (ED number) of the desired document;

2. The type of reproduction desired, microfiche or hard copy;

3. The number of copies desired;

4. The method of payment, whether cash with order, deposit

account, charge, etc.

a. Add a special handling charge of $0.50 to all orders;

b. Add applicable state sales taxes or submit tax exemption

certificate;

c. Add a 25Z service charge on all orders from outside the

United States, its territories, and possessions;

d. Payment must accompany orders totaling less than $5.00.

Do not send stamps;

e. $20.00 prepaid EDRS coupons are available upon request

from ERIC Document Reproduction Service.

EDRS will provide information on charges and deposit accounts

upon request.

All IRA (International Reading Association) Publications and

Membership information is available from:

International Reading Association

Six Tyre AvenueNewark, Delaware 19711

37

OE FORA Lift, MrA/1MM D

DEPARTMENT OF HEALTH. EDUCATION, AND NELFAFXcrricEOF EDUZAT1004

ERIC ACC. NO. P-RIZ3 KtIiZC

IS

1 Kt.i,lillt. ir

DOCUM ENT COPYRIGHTED; YES 0 NO kJX EPRODUCTI OM stret..E.AsEr YES 0 NO El

OF AVA SLABS IL I TY I fa 110 iii()CH ACC. NO.

RE OC1 814

PUSL. DATE

69

ISSUE ERICLEVM...

AUTHOR

..---TITLESuccessful Approaches to 'mediation of Reading Difficulties.

SOURCE COUE INSTITUTION (SOURCE)

Columbus Public Schools, Ohio

SP. AG. CODE' SPONSORING AGENCY

EMS PRICE1.25; 15.20

CONTRACT NO. GRANT NO.

REPORT NO. BUREAU MO.

AVAILABILITY

JOURNAL CITATION

DESCRIPTIVE NOTE 302p.-

DESCRIPTORSiklemedial Instruction; *Methods; *Reading Difficulty; *Intermediate Grades;Student Motivation; Motor Development; Visual Discrimination; Auditory Perception;Listening Skills; Sight Vocabulary; Structural Analysis; Reading Comprehension;Phonics; Study Skills

I DIENTI Fl ERs

ABSTRACT

Activities used withpresented, and suggestionsIncluded are (1) motorand tracing; (2) activitiesimprove auditory perceptionexercises which emphasizelocating supportingimproving concentration,used in developing(RT)

...

* This information

file.

intermediate-grade students who have reading difficulties arefor building interest and motivation are listed.

development exercises such as practice in coloring, drawing,such as various listening games which are designed toand listening skills; and (3) reading comprehension

following directions, grasping the main idea, anddetails. Study skills activities include planning a schedule,

utilizing SQ3R techniques, and taking exams. Methodssight vocabulary and word analysis skills are also presented.

could be use by the libraritn in setting r2 the local card

38

APPEMIX E

SUGGESTIONS FOR TRAINING MEMBERS OF TEE CENTER STAFF

Training sessions should be conducted for the Resource Center staff.

These sessions should be concerned with background information on ERIC,

ERIC/CRIER, IRA, the relationship between ERIC/CRIER and IRA, and the

publications of ERIC/CRIER and IRA.

The materials suitable for background training for all members of

the staff are:

1. The Portfolio of Information on Readinpi, available from ERIC,

ERIC/CRIER, and IRA;

2. How To Use ERIC, available from Educational Resources Informa-

tion Center. This bulletin defines ERIC, what it does, how and

who can use it, its tools and products, and what the Center, or

individuals, can do for ERIC;

3. The Current Index to Journals in Education. This publication

includes detailed indexes for articles in approximately 33

education-related journals;

4. Research in Education, a monthly abstract journal concerning

research-related reports, indexed by author or investigator,

subject, and institution.

39

APPENDIX F

ACQUISITION STATEMENT

As outstanding projects and research materials in reading are lo-

cated, they should be considered for input by ERIC/CRIER. Directives

for submission are:

1. Send two copies of any reports, studies,-research reviews which

the Director or staff of the Reading Resource Center thinks ap-

propriate for input to ERIC/CRIER.

2. Quali.4 control criteria will be applied at ERIC/CRIER. There-

fore it will not be necessary for the Director and staff of the

Center to analyze or evaluate the reports or studies.

40